Category: Special Education In Delaware

I found an old document. Very old. It’s so old I was nine when it came out. The first Star Wars movie was two years old. Empire Strikes Back wasn’t even out yet. The Smashing Pumpkins sang about this year. 1979. At this point in time, a very young Steven Godowsky was working at what was known as the State of Delaware Department of Public Instruction. We know this now as the Delaware Department of Education. And Steven Godowsky is now Delaware Secretary of Education Dr. Steven Godowsky. Back then he was a supervisor in the Exceptional Children Programs. When he was first nominated to replace Mark Murphy last year, I thought it was impressive he was a Supervisor back then. But in looking at this document, everyone who worked in that department was a Supervisor. What was the DPI like 37 years ago? Check the below out, when it looks like Delaware was trying to create the Individualized Education Program, what we now call the IEP.

The Delaware DOE released the September 30th student counts. This helps to determine funding units for each school. Special Education is determined as one of three categories: Basic for 4-12, Intensive or Complex. There is no funding for Basic Special Education for students in Kindergarten to 3rd Grade, even though State Rep. Kim Williams attempted to get a bill passed during the first half of the 148th General Assembly. I sincerely hope her House Bill 30 gets passed in 2016, because these kids need this!

For the state, the average percentage of the 19,870 special education students out of the total enrollment of 136,027 is 14.6%. Traditional School Districts have 18,580 while Charters have 1,290. To put this in perspective, 18% of students in Traditional School Districts are Special Education compared to Charters at 10.1%. Had Kim Williams House Bill 30 passed, 2,467 students in basic special education in grades K-3 would have received the extra state funding they rightfully deserve. Instead, schools get nothing for these students. This is 12.4% of the special education population in Delaware that is being underserved by a funding issue.

Charter School enrollment grew by 12.7% with an increase of 1,591 students. Last year, 13,521 Delaware students attended charters, this year it is 14,112. Five new Delaware charters began this year, but two were shut down last year. Some of the schools, with Delaware Met loud and center, are having special education issues.

Without further ado, let’s get to the numbers! For each school district or charter, the first number is the special education percentage, followed by last year, then this year’s student count, followed by last year.

Traditional School Districts

Appoquinimink: 11.9%, last year 11.1%, Student Count: 10, 378, last year 9,870

Brandywine: 14.4%, last year 13.3%, Student Count: 10,580, last year 10,740

Caesar Rodney: 15.6%, last year 14.7%, Student Count: 7,221, last year 7,249

Cape Henlopen: 17.3%, last year 16.3%, Student Count: 5,170, last year 5,075

Capital: 18.9%, last year 17.4%, Student Count: 6,486, last year 6,665

Christina: 18.8%, last year 17.9%, Student Count: 15,553, last year 16,255

Colonial: 16.4%, last year 14.8%, Student Count: 9,763, last year 9,825

Delmar: 9.8%, last year 9.1%, Student Count: 1,347, last year 1,367

Indian River: 16.5%, last year 16.0%, Student Count: 10,171, last year 9,842

Lake Forest: 15.9%, last year 14.9%, Student Count: 3,794, last year 3,812

Laurel: 15.5%, last year 15.0%, Student Count: 2,221, last year 2,177

Milford: 14.1%, last year 13.6%, Student Count: 4,119, last year 4,197

New Castle County Vo-Tech: 12.0%, last year 12.4%, Student Count: 4,698, last year 4,629

Poly-Tech: 8.4%, last year 9.1%, Student Count: 1,194, last year 1,192

Red Clay Consolidated: 13.5%, last year 11.9%, Student Count: 16,094, last year 16,302

Seaford: 17.2%, last year 17.1%, Student Count: 3,473, last year 3,509

Smyrna: 15.3%, last year 14.4%, Student Count: 5,233, last year 5,279

Sussex Tech: 6.9%, last year 6.9%, Student Count: 1,444, last year 1,545

Woodbridge: 12.5%, last year 12.5%, Student Count: 2,466, last year 2,384

While a few districts stayed the same, it is obvious the bigger districts are actually rising with special education students at great rates. Last year, the special education population was 17.2% for traditional school districts, but it is up to 18% this year, a 4.4% increase. I’m not digging the vo-tech numbers and their downward trend. The vo-tech percentages as a whole are actually lower than the charter average. 7,336 Delaware students are attending vo-techs, but their special education average is 10.4%, much lower than the traditional school districts.

Last year, traditional school districts had 104,388 students and this year they went slightly down to 103,335 for a loss of 1,053 students. For the four Wilmington school districts, they all lost 1,132 students this year, with the majority of those belonging to Christina which lost 702 students. The charters gained 1,591 students. But did their special education numbers rise as well?

Charter Schools

* means they just opened this year

Academia Antonia Alonso: 2.2%, last Year .9%, Student Count: 320, last year 221

Academy of Dover: 9.5%, last year 11.7%, Student Count: 284, last year 290

Campus Community: 6.7%, last Year 8.3%, Student Count: 417, last year 410

Charter School of Wilmington: .5%, last year .2%, Student Count: 972, last year 972

Del. Academy of Public Safety & Security: 19.5%, last year 16.5%, Student Count: 303, last year 363

Delaware College Prep: 1.6%, last year 2.5%, Student Count: 186, last year 203

*Delaware Design Lab High School: 20.6%, Student Count: 233

*Delaware Met: 27.9%, Student Count: 215

Delaware Military Academy: 3.9%, last year 3.0%, Student Count: 564, last year 569

Early College High School: 10.5%, last year 2.3%, Student Count: 209, last year 129

EastSide Charter: 12.9%, last year 14.8%, Student Count: 443, last year 418

Family Foundations Academy: 8.6%, last year 5.3%, Student Count: 792, last year 811

*First State Military Academy: 19.3%, Student Count: 202

First State Montessori Academy: 7.4%, last year 5.4%, Student Count: 325, last year 280

*Freire Charter School: 6.4%, Student Count: 234

Gateway Lab School: 60.8%, last year 59.9%, Student Count: 212, last year 212

*Great Oaks: 16.0%, Student Count: 212

Kuumba Academy: 10.5%, last year 6.3%, Student Count: 644, last year 464

Las Americas Aspiras: 8.5%, last year 5.7%, Student Count: 639, last year 541

MOT Charter School: 6.8%, last year 6.1%, Student Count: 1,013, last year 869

Newark Charter School: 6.4%, last year 5.6%, Student Count: 2,140, last year 1,948

Odyssey Charter School: 4.9%, last year 4.4%, Student Count: 1,160, last year 933

Positive Outcomes: 62.7%, last year 65.9%, Student Count: 126, last year 126

Prestige Academy: 27.2%, last year 22.0%, Student Count: 224, last year 246

Providence Creek Academy: 5.1%, last year 5.1%, Student Count: 690, last year 688

Sussex Academy: 4.9%, last year 3.6%, Student Count: 594, last year 498

Thomas Edison: 7.0%, last year 7.1%, Student Count: 758, last year 745

Last year, the charters had special education populations in total of 8.6%. This year they rose to 10.1%. This is a rise of 14.85% in students with disabilities receiving IEPs at Delaware charter schools, but don’t forget, they also had an increased student count of 1,591 students this year. They are up a bit from last year’s percentage of 12.7%, which is good. But it seems like the bulk of new IEPs are going to some of the newer charter schools, like Delaware Met, Delaware Design Lab, Great Oaks and First State Military. They are all well above the state average. But the much vaunted “zero tolerance” charter stumbles at the gate with a very low 6.4%. Charter School of Wilmington more than doubled their special education numbers. But really, going from .2% to .5% is a joke. Of concern are the two Dover charters who look like they are experiencing a downward trend in special education numbers. That isn’t good, which accounts for Capital’s very large rise in percentage. Down in Sussex Academy, it looks like the bulk of parents of special needs children chooses to send them to traditional school districts over Sussex Academy and Sussex Tech. My big question though, if Providence Creek stayed the same, and Smyrna went up, where are the First State Military special education kids coming from? This is a high school, so perhaps they are getting a lot of the Campus Community students that graduated from 8th grade there? Or maybe more from the Middletown-Odessa area? Who knows!

For student populations, the charters are definitely seeing upward movement, but one thing to remember is many of them are adding newer grades. When a charter is approved, they can’t just open up every grade at once. So it is a slow build. For already established charters, you see them leveling out around the same numbers from year to year. If I were Delaware College Prep and Delaware Academy of Public Safety & Security, I would be very worried about those falling numbers. Since the districts aren’t adding many numbers in your area, I would assume the bulk of your losses are going to other charters. So they don’t just take from the traditionals, they also feed off each other. It looks like the Middletown-Odessa area is having a huge population boom. Between Appoquinimink and MOT Charter School’s rise, that is a total of nearly 750 new students between the two. I would have expected Appoquinimink to decrease with the new MOT high school, but that isn’t the case at all.

It is obvious special education is on the rise in Delaware. But are all schools implementing IEPs with fidelity? I would find it very difficult to believe they are. In this era of accountability and standardized test scores, it has to be very hard for the administration and teachers of any school to keep up with it all. The DOE has so many demands going out to our schools, traditional and charter alike. And in the next year or so, all of these IEPs will transition to “standards-based” IEPs if they haven’t already. These are controversial, but many teachers swear they work better. The jury is still out on that one.

In the meantime, email your state legislators today and let them know they need to support House Bill 30 no matter what the budget says. The bill has been stuck in the Appropriations Committee for 9 months now. 2,467 Delaware students are not getting the supports they need. The funds this would generate would give these students more teachers and paraprofessionals. This is a crime this wasn’t included in this “needs-based” funding. There is a crucial need, and Delaware isn’t meeting it.

To find out how each school did in the traditional school districts with special education percentages and student counts by grade, they are all in the below report. Just hit the arrow on the bottom to get to the next page, or hit the full-screen button on the bottom right.

Delaware is considered to be horrible for special education by many around the country. The reason for this could be due to Response To Intervention.

Under federal law, Child Find is an obligation for all public schools in the United States of America. Wrightslaw describes Child Find as the following:

Child Find requires all school districts to identify, locate and evaluate all children with disabilities, regardless of the severity of their disabilities. This obligation to identify all children who may need special education services exists even if the school is not providing special education services to the child.

The US Department of Education came up with something called Response To Intervention (RTI). This process does not work effectively at all for potential students with disabilities. In Delaware, the whole RTI process takes 24 weeks until a suggestion is made, if needed, for an evaluation for special education services. That is over six months because it is 24 weeks of school time. While that may not seem like a long time for some, for the student with disabilities it can be a lifetime. The large problem with RTI is many schools use it based on how a student is doing academically. Some children with disabilities are very smart but the neurological wiring may not allow them to focus or have motivation to do well in school. If the classroom is out of control, this magnifies for the student with disabilities. Many of these students are perceived as “behavior problems” but if they do well academically, it is difficult for them to get an Individualized Education Program (IEP). Add in other factors, such as low-income or poverty status, bullying, and violence in their environment, and this is a cauldron of problems boiling over.

Title 14 in Delaware is very specific about what Response to Intervention is:

Under federal law, Free, Appropriate Public Education (FAPE) is mandatory for students with an IEP. Using the Wrightslaw definition:

In a nutshell, FAPE is an individualized educational program that is designed to meet the child’s unique needs and from which the child receives educational benefit, and prepares them for further education, employment, and independent living.

The problem is getting students to this point. At the Delaware Charter School Accountability Committee meeting today, two charters brought up the RTI process in how they identify potential special education students. But the problems mount because of the time process. If schools are using RTI to identify students for special education, it is a minimum of six months before the RTI system reaches the point where special education evaluation can happen in Delaware. Schools should be looking at other factors. I’m not saying RTI is bad. It can be very helpful for instruction. But using this as a determining factor for special education services can cause a student to lose a whole year. Then add the timeframes for the evaluation, getting parent permission, convening an initial IEP meeting, and then getting to the point of actually drafting the IEP, it could very well be a whole school year.

While I don’t think any school should be over evaluating students for IEPs for additional funding, the far greater danger is in under evaluating. If the RTI process works for academic support, but the child does not have FAPE, it is not addressing the true needs of the student. A student with disabilities can be brilliant, but if their neurological disability gets in the way of that, it impacts their education. This is why I oppose many of the tests schools use to determine eligibility for special education. A simple IQ test is not going to give you answers. Many students with disabilities suffer from large classroom sizes without enough support. For a sensory mind, this is like a torture chamber for these children. But get them in a small group with RTI, where the focus is more centralized to their needs, and we have a much different story. But RTI is not an all-day event. So when the student is back in the general curriculum environment, that’s when teachers see the true natures of disabilities manifest themselves. If a student appears to be smart, but doesn’t seem to be in control of their actions, this is the time to get an evaluation. Yes, they are expensive for schools. But how much time is spent on the RTI process that may or may not get this student results until another school year in most cases? RTI as a system costs schools tons of money, time, staffing and resources.

Until Delaware schools truly get this, both charter and district alike, we will continue to bang our heads against the wall and say “We don’t know how to fix this.” Add to this the even more burdensome “standards-based” IEPs which are rolling out this year, and we have a special education nightmare on our hands. I’ve said this a million times: intelligence is not the sole factor for special education. It could be as simple as a student having sensory toys, or additional transition time, or even training for staff at a more in-depth level. There are so many things that can be done with special education that are not financially problematic, but common sense. But expecting a special needs child to perform at the same levels as their peers when the DOE and schools have not done their essential legwork in truly identifying these students is a lesson in futility. They may never perform at that level, but until schools do the right thing with special education and stop doing all this time-wasting nonsense, we will never know. And let me reiterate: when I say performing at the same level as their peers, I do NOT mean standardized testing. All the standardized tests actually take away from the uniqueness of the individual child and says “We want all of you to be the same.” It is a demeaning and humiliating experience for all involved when we use a test to measure success.

Delaware State Rep. Kim Williams introduced House Bill 30 in January. It would give students in Kindergarten through 3rd grade the basic special education funding through the unit count formula. Currently they do not have this funding which is absolutely ridiculous. Governor Markell is always talking about students having the best education possible, but when he issued the unit count funding executive order some years back, he didn’t include a group of students who need this the most.

House Bill 30 cleared the House Education Committee months ago as well and was sent to appropriations due to a $7.5 million fiscal note attached to it. While that may seem like a great deal of money, it would hire the extra teachers and paraprofessionals these children need. Things they should have had in the first place!!!

Senate Bill 33 is on it’s last stop before Governor Markell’s desk. Nicknamed the “IEP Task Force Bill”, the Delaware House of Representatives will vote on the bill today. This long journey began June 24th last year when the US Department of Education labeled Delaware as one of three states needing intervention in Special Education. Then Lieutenant Governor Matt Denn put together Senate Concurrent Resolution #63 which created the IEP Task Force.

The group met from September to December last year, and a report was issued to Governor Markell in January. Senate Bill 33 went through some rough patches on the way, but once that was done, it sailed through the Delaware Senate and the House Education Committee. For those who haven’t seen it, this is what Senate Bill 33 will do for special education and IEPs in Delaware:

Editor’s note: I wrote this last year in July. I reblogged it once and you can’t do that twice apparently. I sent this link to someone, and I read over this again. Not much has changed. Aside from State Rep. Kim Williams addressing the basic special education funding for K-3 students with pending legislation, I can’t think of anything. Well, except the hurricane that Smarter Balanced has become. And I did find the actual links on the DOE website for the actual unit counts for each school. But this blog has gained many new readers since then, so take a trip down the rabbit hole that is special education in Delaware…

In a hurricane, everything is wild and chaotic. Winds are fierce, rain is massive, and destruction looms. Many people flee, but some stay hoping for the best. Homes are destroyed, roads are flooded, and lives are frequently lost. In the middle of a hurricane, everything is calm. It can sometimes be sunny, and rain may not be present and it can be viewed as a moment of peace. The eye is the center of the hurricane, and everything that happens is a result of the eye. This is the Delaware Department of Education in regards to special education.

Last week, I met with the Exceptional Children Group, the Delaware Department of Education’s special education department. I met with their director, Mary Ann Mieczkowski, as well as the DOE’s public information officer, Alison May. I had several questions stemming from the Office of Special Education Programs (OSEP) report on Delaware’s special education that came out two weeks ago. In the report, it stated Delaware was one of three states that needed federal intervention in regards to special education.

The Exceptional Children’s department in Delaware seemed to think the need for federal intervention was solely based on the National Assessment for Educational Progress (NAEP) testing done for students. This testing was done to determine student’s abilities, and several special education students were not included in this testing. The testing is done for students in 4th, 8th and 12th grade. According to the letter OSEP sent to Secretary of Education Mark Murphy, “We plan to measure growth in the proficiency of children with disabilities when States have transitioned to college- and career- ready standards and assessments. In the interim, we are using data from NAEP on the performance of children with disabilities, which provide a consistent and fair benchmark for performance of children across all States. In the future, OSEP plans to use only regular Statewide assessment data, rather than NAEP data, for annual determinations, including data on the growth in proficiency of children with disabilities on Statewide assessments.” Some parents feel Delaware excluded children at a much lower level than other states, such as Maryland, which may have made Delaware look worse. But also written in the letter to Secretary Murphy was the following: “This determination is based on the totality of the State’s data and information, including the Federal fiscal year (FFY) 2012 Annual Performance Plan (APR) and revised State Performance Plan (SPP), other State-reported data, and other publicly available information.” Delaware’s goal for compliance is 100%, but they fell into a range of 75-90% for the 2013 OSEP report. While those may not seem like a bad range, it would indicate that anywhere from 10% to 25% of students had faults in their IEPs. Out of the over 18,000 students that were qualified with special education in Delaware for the time period of this report, the 2010-2011 school year, that means that anywhere from 1800 to 4500 students had IEPs that were not compliant based on these percentages. That is an alarming number. And after that report, the Exceptional Children Group decided to raise the amount of years that schools are audited from a 3 year cycle to a 5 year cycle. There is no notice of this change on the DOE website because it still shows a three year cycle. Delaware has been rated as needs assistance for special education by OSEP in 2013, 2011, 2009, and 2007 and in 2014, they were rated as needs intervention. This means Delaware has received bad marks from OSEP for 5 out of the past 8 years. They have corrected past mistakes, but it seems new ones are created every couple years. But for two years in a row they have missed the mark. Continue reading “Delaware Special Education: The Eye of the Hurricane Part 1 Revisited A Year Later…”→

Yesterday, at the Delaware Department of Education, a public hearing was held for Academy of Dover, a charter school in Dover now under formal review. The only members of the public to show up were a Miss Sabine Neal and myself. Representing the school were Principal Cheri Marshall, Board member Nancy Wagner, and a member of the administrative staff. The purpose of this public hearing was for any member of the public to give comment about Academy of Dover. Neal gave public comment, and what she said is disturbing, but necessary for parents and members of the community to know. Miss Neal gave me permission to tell this story, and it is very similar to what so many parents in Delaware have gone through at the hands of our schools.

Hi, my name is Sabine Neal. I’m a parent at Academy of Dover. My two children, two of my children go there. I’m here today, sorry I’m kind of nervous. I’m here today to stand up for my son. He was the child that was abused at the Academy of Dover. He is a six-year old kindergarten special needs student who I asked for an evaluation for in August from the school. I did not receive any evaluations until November, and I was not notified he was going to be evaluated. I found out because he came home nervous. I submitted an Autism diagnosis, I submitted an ADHD diagnosis. I was told they could not do anything with the ADHD diagnosis until he had been in the school six months. The Autism diagnosis, I was told since he was only two and a half, it was too old and I needed a new one. They knew he had issues, I asked for help, and problems escalated throughout the year. He’s autistic, he doesn’t deal well with change. Issues occurred and arose throughout the year. He’s been suspended multiple times, but he’s not a bad child. He is six. I tried everything with the school. I set up to get him reevaluated. Getting into a neurologist takes a lot of time. I went to a neurologist, my insurance dropped that neurologist, so I had to go to Delaware Autism Program as the school suggested. I got him re-diagnosed again, again, he’s not eligible. I never had a meeting, they never said anything. I was just told by the Behavior Interventionist he is not eligible. Continue reading “Mother of Child With Autism Stands Up For Her Son At Academy of Dover Public Hearing”→

I had a long conversation with someone the other and I realized something. Delaware still needs massive help with special education. It’s not every school, it’s not every teacher. It’s not everything the DOE is doing either. But a lot of it is those things. Is it getting better? From what I hear from so many parents, it’s not. In fact, some say it’s never been worse.

On June 24th last year, the News Journal announced the US DOE put Delaware on a needs intervention for special education watch. I started this blog a couple weeks before this announcement, so I jumped on this story right away. I was in complete agreement. What I hoped more than anything was that this warning would galvanize the DOE, schools, and legislators to do more for special education. The IEP Task Force was created and legislators introduced bills to address special education in Delaware. None have been passed yet. With Smarter Balanced, more pressure is on the schools, and I fear special education students needs are not being met because of this. They may be getting more RTI and MAP or DIBELS assessments, but are they getting all of the services they need?

I went and looked at the Facebook comments on the June 24th announcement. Take a look at them. If you were any of those parents, I ask you this: Have things gotten better? Have they gotten worse?

For teachers in our schools, do you find it harder to get IEP goals met for these students with disabilities? For parents, are you getting what you think your child deserves during IEP meetings? I think it’s past time we all organized, separate from all the government and DOE groups. What say you? As we saw with parent opt-out, parents can make a huge difference. Let’s do it with special education!